Answer: Some advantages of using a number line to teach fractions include: Number lines help students see fractions as not only parts of a whole or parts or parts of a set, but as a part of distance or a part of time. Number lines help us compare fractions. Number lines help us find equivalent fractions
Step-by-step explanation:
Answer:
Three ways to find the slope of a line: You may have two points #(x_1,y_1)# and #(x_2,y_2)# (often one or both of these points may be intercepts of the #x# and/or #y# axes). The slope is given by the equation. #m=(y_2-y_1)/(x_2-x_1)#. You may have a linear equation that is either in the form or can be manipulated into the form. #y = mx + b#.
Step-by-step explanation:
I just did this is our math book at school, but what you do is find the GCF of the numbers. So list all there factors. 27=1x27, 3x9, and that's it. 36=1x36, 2x18, 3x12, 4x9, and that's it. So, next you see that highest numbers they both have in common, in this case it is 9. So your answer is, 9 pansies.
Split the triangle into a 30-60-90 triangle. Since you have LM from that triangle, you can figure out the other sides. Then, using the leg from that triangle, the one next to it is a 45-45-90 triangle, meaning it's isosceles.
KM = 30 + 10√3
KL = 10√6
(sorry i'm not too sure if my "reasons" for statement/reason is correct)
5. 1,000,000
6. 9,300
7. 5,070
8. 5, 280
9. 810
10. 220
11. 44,770
12. 76, 000
Those are a few answers for you. Try looking back at your notes (If you copied any) to figure out your problems :)
